Creating a Science Center - Case Study Example

Creating a Science Center Jenny L. Hodge Science Center: Geology (Earth Science) room Science Center and Science Unit June 7, 2007 Creatinga Science Center The following paper will attempt to guide you through the various components of creating a science center for elementary students, in order to provide them with an interdisciplinary unit of scientific materials and resources. These components include, but are not limited to, an assessment of current elementary science centers, suggestions for the needed equipment, effect of science center on the development of concepts and skills as it relates to state’s curriculum standards in science, and a statement of the learning outcomes that are expected specifically including the expected learning outcomes for ESOL/LEP. This paper will also attempt to give a breakdown of the rules for using the science center in regards to its management and organizational system, the evaluation procedure for the centers activities and materials, as well as, the theme for the science center, its goal, objectives, and so forth. Current Science Center Assessment The following information is derived from assessments that were conducted on three separate elementary classrooms. These evaluations were performed on the science centers of a Kindergarten, Third, and Fifth grade classroom. The first classroom science center that was evaluated was for a Kindergarten class at a local school. Kindergarten The Kindergarten classroom assessed had math centers and writing centers; however, no specified center for science. Even though there were several posters and charts on the wall pertaining to scientific information there were no project tables or observation areas, other than the window sill and a teacher’s work table. Several books on plants, animals, the Earth, and so forth were present; however, they were located in the same area as the other reading materials for other subjects and/or general reading. Materials such as magnifying glasses and measuring cups were in the classroom, but again, not in a specified science area. Although, the science material was minimal in this classroom and there was no science center, the student’s needs were still met by the materials that were brought in by the teacher on an “as needed” basis. Third Grade An assessment was conduct on a Third grade classroom at the same school. Again, there were no specified centers for science; however, there were scientific posters located above the area where the student’s science books were kept. There were only three other science resource books present, and there were no project/experiment, and/or observation tables present. Students had to utilize their own desk and the teacher’s work table for science projects and/or studies. Materials such as a magnifying glass, soil, and measuring cups were present, but not in a specified science area. I feel that these student’s science needs were poorly met. Fifth Grade The final classroom assessed was a Fifth grade classroom. There was no specified area for science other than where their science books were kept. There were no posters, books (other than main Science book), other resources, and/or science materials present. It was noted that no experiments/observations were even conducted for the entire year other than the individual creation of a bio-dome by the students. The student’s scientific needs were not met. Purpose of Science Center Science is a very important subject that not only aids us in the discovery of how things come to be, but it also allows us to uncover how new things can be created and/or used. Without the knowledge and understanding of science the face of the world would not be the one we see today. Through experimentation, observation, and discovery we are able to have the technological and medical advances we have today. Therefore, the educational development of students throughout their elementary to high school education should include science within the same ranks as language and mathematics. According to Rodger W. Bybee, Executive Director of Biological Sciences Curriculum Study on January 23, 2005 on the RedOrbit.com website, “Evidence of the need to improve science education in elementary school, especially in the lower grades, is not far to seek. The recently released results of the Trends in International Mathematics and Science Survey (TIMSS) 2003 show that achievement by U.S. fourth- grade students is not what this nation expects. Between 1995 and 2003, fourth-graders in the United States did not improve their average science scores on TIMSS.” Therefore the purpose for the implementation of the science center is simple. Science centers will give the students the materials and space that they need in an adequate learning environment to conduct experiments, make observations, and/or access to various science resources outside of what is in their science books. Concept and Skill Development The concepts and skills that can be developed by elementary students by implementing a science center are the scientific logic, investigation, and reasoning, that is part of the set of skills that students are required to have in order to be able to effectively be conduct investigations and activities. Other concepts and skills that can be developed by the science center are: understanding how motion, energy, and force are connected and what they are; the definition, structure, and properties of matter; the food chain and other living systems, the solar system and related information; living things and the effect that Earth cycles, patterns, and change have on them. These concepts follow the curriculum framework given in a handout for the Science Standards of Learning for Fifth grade according to the Common wealth of Virginia Board of Education Richmond Virgina, 2003. The learning outcomes that are expected as a result of the outline of concepts and skills above, are that the students will gain a better understanding of Earth Science as a whole, while enhancing their ability to use logical reasoning and scientific theory through hands on learning, and first hand viewing. The learning outcomes for ESOL/LEP students are expected to be the same as the non- ESOL/LEP. This is partly due to the fact that visual aids and instructions will be used, as well as, first hand demonstrations in order to cross any language and/or learning disabilities. Geology (Earth Science) As mentioned above, the science theme for the proposed science center would be Geology (Earth Science). The unit goals and student objectives will follow the core curriculum framework for Science Standards of Learning for Fifth grade (Common wealth of Virginia Board of Education, 2003). Earth Patterns, Cycles, and Change The goal for this unit will be to develop an understanding of the key concepts of identifying rock types and rock cycles, gathering information about Earth history and fossil evidence, learning about the basic structure of Earth’s interior, as well as, plate tectonics (earthquakes and volcanoes), weathering and erosion, understanding the human impact on the Earth, and how to draw effective scientific conclusions. Student objectives will be to explain how the Earth’s surface is constantly changing by using basic terminology; label and draw the rock cycle, as well as, identify the rock types involved in the rock cycle process and describe the major processes; along with comparing and contrasting the origin various types of rock, such as igneous, sedimentary and metamorphic rocks; and use a rock classification key to identify rock samples. Students must also make logical/plausible conclusions about changes the Earth may undergo based on fossils; describe the major layers of the Earth’s layers, as well as, have the ability to differentiate between the three types of plate tectonic boundaries and how they are related to the changing of the Earth surface and ocean floor; along with comparing and contrasting how earthquakes and volcanoes affect the Earth’s surface and where they originated. Also included in the objective will be the students ability to locate, chart and report weathering and erosion through an investigation conducted at home and on school grounds, as well as, creating a plan to solve the problems that may be found due to erosion; understand the difference between weathering and erosion; determine the kinds and amount of weathered rock material found in soil through investigation; and the ability to describe how it affect Earth’s surface and how to control the negative changes. The following is an overview of Guided Discover activities examples: 1. Nature and matter Conduct experiment on the different forms of ice 2. Forces, motion, and energy Conduct experiment using magnets 3. Process that shape the Earth Conduct experiment using sand and water to demonstrate erosion 4. Earth and space Build model of solar system 5. Processes of life Conduct observation of caterpillar turning into butterfly 6. How living things interact with the environment Conduct observation of how birds have build nest in man made structures 7. Nature and history of science Create a timeline tracking certain changes of the Earth’s surface 8. Relationship of science and technology Lecture on how computers and science go hand- in- hand 9. Technology processes and applications Examine how technology is used to purify and conserve water Incorporating Math, Language Arts, and Social Studies Interdisciplinary activities that can be within the science center are Math by using measurements and other calculations; Language Arts by defining scientific terminology; and Social Studies by locating the origin of certain rock, volcanoes, and so forth on a map and/or globe. Equipment/Materials The materials and equipment that would be needed in the science center would be based on the subject and/or theme of the science units. Because the chosen theme for this particular science center is Geology (Earth Science) the materials would be items such as; safety goggles, smocks, measuring cups, overhead projectors, colored pencils, paper, glue, sand, soil, water, various rocks, plaster, maps and/or globes, food coloring, vinegar, baking soda, along other materials that would be needed for experimenting, observing, and/or demonstrating. The reason for these suggested materials, are due to the fact that Geology is a study of the earth and most of these materials are either results from events that occur on the earth, or materials that could help to demonstrate other events pertaining to the subject. Along with the raw materials and so forth, books, science and technology magazines, and internet access would also prove to be very helpful in the understanding of Geology and other sciences. Project instructions and demonstrations that are accompanied by photos or illustrations of the instructions and/or demonstrations are needed as well to accommodate for ESOL/LEP students. Organization and Management System There will be rules set in place for the use of the science center, as well as, specified times that the center would be available. Rules would include but not be limited to keeping the center clean and uncluttered before and after every use; strictly following safety procedures; and placement of the resource and other materials into their assigned place. Assessment Rubric There would be an assessment rubric that used for all students that is based on the essential knowledge, skills, and process standards that are required according to the state’s science curriculum. The procedure that will be used for evaluating the science center activities and materials would be to follow the goals and objectives of the curriculum frame work, regularly analyze material inventory to ensure that the needed materials are present at the center for the projects areas that will be covered, and to adhere to the assessment rubric in order to grade fairly. At the end of each year, an overall assessment of the effectiveness of the center, by way of student survey and student’s knowledge of information taught at center, should be conducted. Conclusion The study of science plays a key role in shaping the world of tomorrow, therefore, implementation of such things as science centers are essential to the educational environment of every student. References BYBEE, RODGER W. (January 23, 2005). Science Education. RedOrbit Breaking News. Retrieved on June 6, 2007 from the following web address: http://www.redorbit.com/news/display/?id=121221 Author unknown. Science Standards of Learning. Curriculum Framework. Grade Five. Common Wealth of Virginia Board of Education. Richmond, Virgina. 2003. Retrieved June 6, 2007 from the following web address: http://www.pen.k12.va.us/VDOE/Instruction/Science/ScienceCF-5.pdf Read More